Khosrow Bagheri Noaparast
Biographic Data
| ID | 5240187 |
|---|---|
| NAME | Khosrow Bagheri Noaparast |
| GIVEN NAMES | Khosrow Bagheri |
| FAMILY NAME | Noaparast |
| SIGNATURE | NOAPARAST K B |
| AFFILIATIONS | University of Tehran |
| ORCID | 0000-0001-6032-9789 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Philosophy of education as pluriversal
Hegelian Bildung as an Alternative to Active Learning in Childhood Education
This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we cri…
Relationship-based moral judgments
The goal of the present study was to explain the pattern of familiar and unfamiliar relationships influencing moral judgments. In this qualitative study, relationship-based moral judgments were examined according to the constructivist theory. The studied sample included 27 individuals, including 14 women and 13 men (both young and old), living in Tehran. A purposeful sampling method was used. In order to collect data, participants were faced with…
Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran
This article aims to identify and compare the characteristics of human agency in liberal and Islamic religious education, comparing Iran as a religious context influenced by Islamic state ideology with Finland as a liberal context and a secular state ideology. This comparison will be accomplished by document analysis of the national curricula for education in Iran and Finland. Methodologically, a comparative study and a deductive content-analysis…
An examination of Roy Bhaskar’s critical realism as a basis for educational practice
This article is an up-dated version of Gordon Brown's ontological approach to education. It tests the hypothesis that Roy Bhaskar's critical realism can successfully underpin education by applying it to: (1) curriculum; (2) pedagogy; and (3) assessment. It argues that critical realism provides an inter-disciplinary praxis, built around science, sociology and metaphysics, which can be taken up by educationalists to enhance their agency and produce…
Iran’s implicit philosophy of education
This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; (1) Islam and (2) democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers …
Physical and spiritual education within the framework of pure life
This paper aims at showing the dimensions of spirituality in childhood education by suggesting a new analysis of the concept of ‘pure life’ used in the Qur’an. Putting spirituality in the framework of the pure life provides us with a rich framework in dealing with spirituality as the latter will be extended to all dimensions of a life. In the first section of the paper, the pure life is analysed in terms of different dimensions of body, thought, …
Celebrating Moderate Dualism in the Philosophy of Education
The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to…
Action-Oriented Research in Education
Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human acti…
A dynamic conception of humanity, intercultural relation and cooperative learning
The main focus of this paper relates to the conceptualizations of human identity and intercultural relations needed for cooperative learning (CL) to occur. At one extreme, some have argued that the relation between different cultures should be conceptualized in terms of incommensurability. At the other extreme, a standardization and unification along with the trend of globalization is supported at the peril of leaving pluralism aside. This paper …
Celebrating Moderate Dualism in the Philosophy of Education
The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to…
A dynamic conception of humanity, intercultural relation and cooperative learning
The main focus of this paper relates to the conceptualizations of human identity and intercultural relations needed for cooperative learning (CL) to occur. At one extreme, some have argued that the relation between different cultures should be conceptualized in terms of incommensurability. At the other extreme, a standardization and unification along with the trend of globalization is supported at the peril of leaving pluralism aside. This paper …
Action-Oriented Research in Education
Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human acti…
Physical and spiritual education within the framework of pure life
This paper aims at showing the dimensions of spirituality in childhood education by suggesting a new analysis of the concept of ‘pure life’ used in the Qur’an. Putting spirituality in the framework of the pure life provides us with a rich framework in dealing with spirituality as the latter will be extended to all dimensions of a life. In the first section of the paper, the pure life is analysed in terms of different dimensions of body, thought, …
Celebrating Moderate Dualism in the Philosophy of Education
The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to…
Iran’s implicit philosophy of education
This paper aims to extract Iran’s philosophy of education from two sources of the constitution and the course of practice in educational institutions. Regarding the first source, it is argued that parallel to the two main threads of the constitution, Iran’s main elements of philosophy of education are expected to be derived from; (1) Islam and (2) democracy. The challenge in front of this feature of Iran’s implicit philosophy of education refers …
An examination of Roy Bhaskar’s critical realism as a basis for educational practice
This article is an up-dated version of Gordon Brown's ontological approach to education. It tests the hypothesis that Roy Bhaskar's critical realism can successfully underpin education by applying it to: (1) curriculum; (2) pedagogy; and (3) assessment. It argues that critical realism provides an inter-disciplinary praxis, built around science, sociology and metaphysics, which can be taken up by educationalists to enhance their agency and produce…
Relationship-based moral judgments
The goal of the present study was to explain the pattern of familiar and unfamiliar relationships influencing moral judgments. In this qualitative study, relationship-based moral judgments were examined according to the constructivist theory. The studied sample included 27 individuals, including 14 women and 13 men (both young and old), living in Tehran. A purposeful sampling method was used. In order to collect data, participants were faced with…
Characteristics of human agency in liberal and Islamic religious education based on the national core curricula of Finland and Iran
This article aims to identify and compare the characteristics of human agency in liberal and Islamic religious education, comparing Iran as a religious context influenced by Islamic state ideology with Finland as a liberal context and a secular state ideology. This comparison will be accomplished by document analysis of the national curricula for education in Iran and Finland. Methodologically, a comparative study and a deductive content-analysis…
Hegelian Bildung as an Alternative to Active Learning in Childhood Education
This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express their experiences in conceptual language. Finally, we cri…
Philosophy of education as pluriversal
Epistemology (8 works) · Philosophy (8 works) · Sociology (8 works) · Education and Critical Thinking Development (5 works) · Pedagogy (5 works) · Education and Islamic Studies (4 works) · Law (4 works) · Philosophy (4 works) · Political science (4 works) · Religious Education and Schools (4 works)